Hotel Alka, Varanasi Essay --

Varanasi, the city of temples has 52 ghats on the banks of River Ganges. Hotel Alka is one of the top five hotels that provide one with a memorizing stay along the River Ganges. Located in the heart of the city on D3/23, Meer Ghat between the Dasaswamedh and Manikarnika ghats, the hotel is easily accessible from the Lal Bahahadur Shastri International Airport which is situated at a distance of 25 kms from the hotel. The hotel is much closer to the Varanasi Junction Railway Station that is only 5 kms away from it. It’s a breathtaking experience to view the beautiful Ganges from all the rooms of the hotel. One can also see splendid sunrise and sunsets, the Lord Vishwanath’s temple, boats floating on Ganges, people practicing yogic asanas and taking sacred bath in the holy river and a serene atmosphere filled with background score of the devotional songs from the balconies, rooms and restaurant of the hotel. One can really explore the River Ganga and Varanasi from hotel Alka. The best feature of the hotel is a huge courtyard and balconies perfect for relaxing and... Hotel Alka, Varanasi Essay -- Varanasi, the city of temples has 52 ghats on the banks of River Ganges. Hotel Alka is one of the top five hotels that provide one with a memorizing stay along the River Ganges. Located in the heart of the city on D3/23, Meer Ghat between the Dasaswamedh and Manikarnika ghats, the hotel is easily accessible from the Lal Bahahadur Shastri International Airport which is situated at a distance of 25 kms from the hotel. The hotel is much closer to the Varanasi Junction Railway Station that is only 5 kms away from it. It’s a breathtaking experience to view the beautiful Ganges from all the rooms of the hotel. One can also see splendid sunrise and sunsets, the Lord Vishwanath’s temple, boats floating on Ganges, people practicing yogic asanas and taking sacred bath in the holy river and a serene atmosphere filled with background score of the devotional songs from the balconies, rooms and restaurant of the hotel. One can really explore the River Ganga and Varanasi from hotel Alka. The best feature of the hotel is a huge courtyard and balconies perfect for relaxing and...

Honesty †the Best Policy Essay

Honesty is the human quality of communicating and acting truthful and with fairness, as best one is able. It is related to truth as a value. This includes listening, reasoning and any action in the human repertoire — as well as speaking. Superficially, honesty means simply, stating facts and views as best one truly believes them to be. It includes both honesty to others, and to oneself (see: self-deception) and about ones own motives and inner reality. Western views on honesty  Since the quality of honesty applies to all behaviors, one cannot refuse to consider factual information, for example, in an unbiased manner and still claim that one’s knowledge, belief or position is an attempt to be truthful. Such a belief is clearly a product of one’s desires and simply has nothing to do with the human ability to know. Basing one’s positions on what one wants — rather than unbiased evidence gathering — is dishonest even when good intentions can be cited — after all even Hitler could cite good intentions and intended glory for a select group of people. Clearly then, an unbiased approach to the truth is a requirement of honesty. Because intentions are closely related to fairness and certainly affect the degree of honesty/dishonesty, there is a wide spread confusion about honesty–and a general belief that being dishonest means that one always  correctly understands if their behavior is either honest or dishonest. Self-perception of our morality is non-static and volatile. It’s often at the moment we refuse to consider other perspectives that there is a clear indication we are not pursuing the truth, rather than simply and exclusively at the moment we can muster up evidence that we are right. Socrates had much to say about truth, honesty and morality, and explained that if people really understood that their behavior was wrong — then they simply wouldn’t do it — by definition. Unfortunately, honesty in the western tradition has been marginalized to specific instances — perhaps because a thorough understanding of honesty collides with ideologies of all types. Ideologies and idealism often exaggerate and suppress evidence in order to support their perspectives — at the expense of the truth. This process erodes the ractice and understanding of honesty. To an ideologist the truth quite often becomes insignificant, what matters most are their ideals and what ever supports their desires to enjoy and spread those ideals. Human beings are inherently biased about what they believe to be good due to individual tastes & backgrounds, but once one understands that a decidedly biased approach to what is true — is inherently dishonest, one can also understand how idealism and ideology have poorly served the quest for an honest, moral society. Both honesty and morality require that we base our opinions about what is good — upon unbiased ideas of what is TRUE — rather than vice versa (determining what is true based on what we feel is good) — the way all ideologies would have us believe. The studies of Confucius about honesty Confucius recognized several levels of honesty, fundamental to his ethics: His shallowest concept of honesty was implied in his notion of Li: all actions committed by a person to build the ideal society – aiming at meeting their surface desires of a person either immediately (bad) or longer term (good). To admit that one sought immediate gratification could however make a bad act better, and to hide one’s long term goals could cloud a good act. A key principle was that a â€Å"gentleman† must strive to convey his feelings honestly on his face, so that these could help each other coordinate for long term gain for all. So there was a visible relation between time horizon, etiquette and one’s image of oneself even in the mirror. This generates self-honesty and keeps such activities as business calm, unsurprising, and aboveboard. In this conception, one is honest because it suits one’s own self-interest only. Deeper than Li was Yi or righteousness. Rather than pursuing your own interests you should do what is right and moral – based on reciprocity. Here too time is central, but as a time span: since your parents spent your first three years raising you, you spent three mourning them after they die. At this level one is honest about one’s obligations and duty. Even with no one else to keep you honest or to relate to directly, a deeply honest person ould relate to ancestors as if they were alive and would not act in ways that would make them ashamed. This was part of the moral code that included ancestor worship, but Confucius had made it rigorous. The deepest level of honesty was Ren, out of which flowed Yi and thus Li. Confucius’ morality was based upon empathy and understanding others, which required understanding one’s own moral core first, rather than on divinely ordained rules, which could simply be obeyed. The Confucian version of the Golden Rule was to treat your inferiors as you would want your superiors to treat you. Virtue under Confucius is based upon harmony with others and a recognition of the honest reality that eventually (say in old age) one will come under the power of others (say one’s children). So this level of honesty is to actually put oneself in context of one’s whole life and future generations – and choose to do or say nothing that would not reflect one’s family’s honour and reputation for honesty and acceptance of truth, such as eventual death. Partially because of incomplete understanding of these deeper notions of honesty among Westerners, in Asian countries it is common to refer to those who do not have them as barbarians. While sometimes Asian cultures sanction an almost intolerable degree of delay and ambiguity for Western tastes, it is very often to avoid lying, or giving a positive impression where doubt exists. These would be thought dishonest by Asians. Thus pressing for a decision on a matter where it is not yet possible to give an honest commitment or answer is seen as extremely rude – in effect, forcing someone to choose to be either rude or dishonest. Both being unthinkable in traditional culture, one thus delays. A Buddhist teaching on honesty Thanissaro Bhikkhu taught: â€Å"Real honesty is being honest about what your possibilities are, what your potentials are. Thats where true honesty lies. It stretches us. It’s not simply admitting where we are – that’s a beginning step, it’s not the end step. So be honest about where you are but also be honest about what your possibilities are. That keeps the challenge of the path always before us. †

Buddhism A New Way Of Life Without Materialistic Needs...

In the universe there s a galaxy, and on this galaxy there s the solar system, and in this solar system there is a planet earth, and in this planet earth lives 7 billion people. We are all the same, but divided by key things; oceans and mountains, culture and society, but most important religions and beliefs. Out of the hundreds of practices and beliefs that make part of planet earth one of the most interesting form of religious practice is Buddhism. Buddhism is the practice of finding peace within one s self by developing inner peace, wisdom and kindness. This practice dates back 2,500 years, and the founder is known as Buddha Shakyamuni. He was born a royal prince in a town called Lumbini; originally part of northern India but now makes part of Nepal. When Buddha was 29 years old, he retired from his royal life and left to the woods to follow the spiritual life of meditation. He found a new way of life without materialistic needs by finding inner enlightenment. Buddha teaches how t o get liberation from suffering from oneself, and how to attain enlightenment for the sake of others; his main goal was to give people permanent liberation from suffering by helping them find lasting peace or nirvana. The Buddhist culture believes that all of our problems are caused by a confused and negative state of mind, but all good fortune and happiness comes from a positive state of mind. Buddhism is meant to teach the human mind how to overcome negative minds like ignorance, anger,Show MoreRelatedThe Growth Of Technology And Consumerism1528 Words   |  7 Pagescreates an extremely materialistic society, where people feel they must ‘keep up with the Jones’. This leads to criminal activity such as muggings, theft, and breaking and entering all to obtain material items. According the Won-Buddhism website â€Å"in contemporary society, where material civilization is rapidly advancing and dominates people s minds, materialism and consumerism make people driven, com petitive and nervous.† Through background research and my experience of Won-Buddhism, I have found thatRead MoreSimilarities Between Buddhism And Hinduism1404 Words   |  6 Pages Buddhism and Hinduism are closely related when comparing the two. Buddhism was created based on the ideologies of Hinduism. There differences on their views with the idea of self and transmigration. They compare with one another with the problems of having senses, desires and anger. Hinduism believes in everything being unified together as one ultimate reality, which is Brahman. Brahman is the truth of all. Atman is considered as the true and pure self. Atman and Brahman are identical with oneRead MoreIndi Challenging Indian Religious Authority1300 Words   |  6 PagesIn short, it is a journey of a Brahmin s son Siddhartha- transitioning from spiritual to materialistic and back to the spiritual world to attain self-realization, authenticity, and spirituality. The novel s setting takes place in ancient India, during the period of the Gautama Buddha (The Sublime One). Below, I will show how Siddhartha’s story legitimates Hinduism, but challenges both Hinduism and Buddhism. According to Siddhartha neither Brahmins, Samanas nor Buddha can teach how to attain NirvanaRead MoreBuddhism And Its Impact On Society Essay1263 Words   |  6 Pagesis Buddhism. Buddhism is the practice of finding peace within ones self by developing inner peace, wisdom and kindness. This practice dates back 2,500 years, and the founder is known as Buddha Shakyamuni. He was born a royal prince in a town called Lumbini; originally part of northern India but now makes part of Nepal. When Buddha was 29 years old, he retired form his royal life and left to the woods to fallow the spiritual life of meditation. He found a new way of life without materialistic needsRead MoreHow Is Buddhism Different From Christianity?1683 Words   |  7 PagesHow is Buddhism different from Christianity? There are several different types of religion throughout the world. Many of us take on the religion of the house hold in which we grew up. Lots of time we maintain that religion through our adult lives and even pass it on to our kids without researching or even attending any other religious service or event. For most people, once a denomination is chosen they believe it to be the only religion that is true and all others are fake or untrue. TheRead MoreWhy People Should Work Together1208 Words   |  5 Pagesother†. (Liette) She does work in a notorious neighborhood in Chicago and deals with youth using restorative justice, or making youth accountable without having them placed in the criminal justice system. She puts the gospel values into action when she works with the community. One of the tools that is used is the circle which is story telling in a way. An example of when this was put into use and worked was when a youth was caught after breaking into a police officer ’s home. The circle time provedRead MoreMy Favorite Food Brings Me Comfort And Satisfaction2027 Words   |  9 Pagesresponses in people† (15). These experiences help create feelings, which then help people better interact with their world. This interaction can be portrayed in Buddhism. Buddhism serves as a hope and an escape from the harsh realities of the world through the aspects of Buddha’s teachings, Mara temptation, and enlightenment. Buddhism is a combination of interactions with the sacred, one of the main human interactions is done by following the Buddha. â€Å"To follow the Buddha means to be like him†Read MoreA Brief Note On The Japanese Religion Of Shintoism1446 Words   |  6 PagesDocumentary Questions: 1. People tended to worship nature gods such as spirits of the earth, sky and river. As the human communities matured and developed, local, tribal and ancestral spirits became the center of focus in their beliefs and religious life. This leads to inferring that people did not understand natural phenomena and thought it was a punishment for their behavior from the deities. People thought natural phenomena was able to change based on their relationships with the deities. 2. PeopleRead MoreThe Existence Of Religion And Spirituality Essay1737 Words   |  7 Pagescurrent religion. The surviving art documents and ideological evolution in human consciousness: People saw themselves in a new relationship to the environment and to other living species. Human, mostly female, representation was growing in importance; the male was still generally confined to a zoomorphic form (Gadon, 25). People lived peacefully with the earth and coexisted without causing great harm to nature. Humans hunted when they needed to eat and used all the animal had to offer. Sadly, howeverRead MoreThe Nature Of The Universe Balance2033 Words   |  9 Pageson â€Å"All there is with no thinking† and had a chill down my spine. Since little, I learnt that everything has its nature and force of flow. We need to respect the forces and the nature without purposively altering the force. We accept things are just at it is, it has its nature. These are from the idea of Taoism, â₠¬Å"Wu Wei†. It does not mean that we do not need to think before an action, instead, we do not put exaggerated and forceful energy to make something to flow. I also, believe the existence and

Convection Currents and How They Work

Convection currents are flowing fluid that is moving because there is a temperature or density difference within the material. Because particles within a solid are fixed in place, convection currents are seen only in gases and liquids. A temperature difference leads to an energy transfer from an area of higher energy to one of lower energy. Convection is a heat transfer process. When currents are produced, matter is moved from one location to another. So this is also a mass transfer process. Convection that occurs naturally is called natural convection or free convection. If a fluid is circulated using a fan or a pump, its called forced convection. The cell formed by convection currents is called a convection cell or  Bà ©nard cell. Why They Form A temperature difference causes particles to move, creating a current. In gases and plasma, a temperature difference also leads to regions of higher and lower density, where atoms and molecules move to fill in areas of low pressure. In short, hot fluids rise while cold fluids sink. Unless an energy source is present (e.g., sunlight, heat), convection currents continue only until a uniform temperature is reached. Scientists analyze the forces acting on a fluid to categorize and understand convection. These forces may include: GravitySurface tensionConcentration differencesElectromagnetic fieldsVibrationsBond formation between molecules Convection currents can be modeled and described using convection-diffusion equations, which are scalar transport equations. Examples of Convection Currents and Energy Scale You can observe convection currents in water boiling  in a pot. Simply add a few peas or bits of paper to trace the current flow. The heat source at the bottom of the pan heats the water, giving it more energy and causing the molecules to move faster. The temperature change also affects the density of the water. As water rises toward the surface, some of it has enough energy to escape as vapor. Evaporation cools the surface enough to make some molecules sink back toward the bottom of the pan again.A simple example of convection currents is warm air rising toward the ceiling or attic of a house. Warm air is less dense than cool air, so it rises.Wind is an example of a convection current. Sunlight or reflected light radiates heat, setting up a temperature difference that causes the air to move. Shady or moist areas are cooler, or able to absorb heat, adding to the effect. Convection currents are part of what drives global circulation of the Earths atmosphere.Combustion generates conv ection currents. The exception is that combustion in a zero-gravity environment lacks buoyancy, so hot gases dont naturally rise, allowing fresh oxygen to feed the flame. The minimal convection in zero-g causes many flames to smother themselves in their own combustion products.Atmospheric and oceanic circulation are the large-scale movement of air and water (the hydrosphere), respectively. The two processes work in conjunction with each other. Convection currents in the air and sea lead to weather.Magma in the Earths mantle moves in convection currents. The hot core heats the material above it, causing it to rise toward the crust, where it cools. The heat comes from the intense pressure on the rock, combined with the energy released from natural radioactive decay of elements. The magma cant continue to rise, so it moves horizontally and sinks back down.The stack effect or chimney effect describes convection currents moving gases through chimneys or flues. The buoyancy of air inside and outside of a building is always different due to temperature and humidity differences. Increasing the height of a building or stack increases the magnitude of the effect. This is the principle on which cooling towers are based.Convection currents are evident in the sun. The granules seen in the suns photosphere are the tops of convection cells. In the case of the sun and other stars, the fluid is plasma rather than a liquid or gas.

Abuse of Power in Heart of Darkness and in Frankenstein

How is the abuse of power shown in two works that you have studied? The works I have studied and will be exploring in this essay are Mary Shelly’s ‘Frankenstein’ and Joseph Conrad’s ‘Heart of Darkness’. In ‘Frankenstein’ the abuse of power is most clearly exhibited by the protagonist of the story Frankenstein himself, his abuse of power results in his isolation and could serve as a warning to people, telling them not to play with forces that they can not control. In ‘Heart of Darkness’, Conrad abuses his power as the author to distance himself from the novella and in a sense absolve himself from any racist criticism the book may induce. The abuse of power is also a key theme in the novella itself. Firstly there is a sense of hypocrisy in†¦show more content†¦King Leopold was abusing his position of power to exploit the Congo for it’s raw materials, it can be said that the vivid cruel and gruesome images Conrad conveys in the book are merely mirroring the harsh reality of the brutalisation in Africa. One could therefore conclude that due to Conrad’s own experiences in the Congo he has to tell his story through a framed narrative, as it may be too difficult for him to share his story in the first person. Whether this was the case or not, it is clear than in ‘Heart of Darkness’ Conrad reveals the abuse of power to be ever present in the colonial age that Conrad lived in, and he demonstrates the abuse of power as something to be wary of and to fear, as it can result in madness. Finally the abuse of power in the Congo also demonstrates the hypocrisy of Imperialism through the corruption observed in ‘the company’. Before Marlow travels to the Congo itself he reveals that it was very difficult for him to ascertain a job, which would result in his exploration of the river which had charmed and fascinated him from childhood. It is at this point that Marlow decides to ask his aunt for help, and she manages to get him a job, which will take him where he desires to go. This clearly demonstrates that Marlow’s abuse of power right at the beginning of the book. He then proceeds to judge others who are abusing power when he is in the Congo. ForShow MoreRelatedComparative Studies of Bladerunner and Frankenstein1157 Words   |  5 PagesCompare the ways in which texts offer insights into the human experience. Every text is a product of its time. In Mary Shelley’s â€Å"Frankenstein†, she uses the gothic horror genre to explore some of the concerns of her time relating to the use of science and technology and its impact on humanity. Similar concerns are also present in Ridley Scott’s â€Å"Bladerunner†, a futuristic text which combines science fiction and film noir to present a bleak view of a future world overrun by technology and consumerismRead MoreLord of the Flies Nature of Man1726 Words   |  7 Pagesboys, shown by the deterioration of social skills and their retrogression into a barbaric form of society. Also portrayed is the juxtaposition of a cruel, evil main character and a more classically good counterpart, and their eternal rivalry for power and authority over their younger subjects. Does society or the lack thereof create evil in human nature, or simply magnify a pre-existing condition? The protagonists of the novel are all boys no older than preteens, all from presumably wealthy backgroundsRead MoreThe Monster of Circumstance Essay2381 Words   |  10 Pagessame parents, in the same place, and under the same conditions. Unfortunately for the sisters, their family has developed a pattern: The issues of the previous generation have been passed down with the next generation, creating a legacy of substance abuse, an unstable home environment, suicide, and mental illness. In this setting, the sisters must react to the troubles they witness around them daily, for their parents and other family are unable to shield the girls from the fallout of their emotionalRead MoreHomosexuality in Victorian and Elizabethan Literature.6608 Words   |  27 Pagesand managed to reverse them, making men faint like women, and making women powerful like men, and called it Dracula. Mary Shelley created a a physical being out of a mans suppressed homosexuality due to his Victorian male u pbringing; a man named Frankenstein. Robert Stevenson described what happens when a homosexual male attempts to live double lives to cover up his true feelings, and entitled it The Strange Case of Dr. Jekyll and Mr. Hyde. The Elizabethan era, like the Victorian era, had its own viewRead MoreThe Genre of Stokers Dracula Essay6296 Words   |  26 Pages This is almost like an epic poem. The theme in this case is of good versus evil. The evil has almost supernatural powers yet the good triumph over it. The good consists of ordinary men, god fearing and courageous. They are consistent in their effort to stamp out evil. In the end they triumph over evil even though the evil is very strong. This theme slowly and steadily gathers momentum until it becomes clearer in the end. In Dracula, Bram Stoker emphasizes how as theRead MoreBook Report On Kill A Mockingbird 9802 Words   |  40 Pagesthe place of the wad of gum is a small little metallic box. Inside is two Indian head pennies believed by Jem to be a bearer of life long luck and who ever owned these probably wants them back. When Dill returns it becomes evident that playing Frankenstein or Dracula and other antics is just not enough to entertain Jem and Scout. So they play Boo Radley a game where they try and reenact the demise of Boo Radley. My personal outlook on the events prescribed in the chapter. On page 34, when AtticusRead MoreLogical Reasoning189930 Words   |  760 Pagescannot. a. yes b. no c. cant tell ââ€"   2. Is the following conditional true? If kids who are abused usually become abusive parents when they have children, and John Drew is being abused by his mother, then when he grows up he is likely to abuse his own children. a. yes b. no c. need more information to tell54 3. If the if-part of a conditional claim is true, and if the conditional claim itself is true, will the then-part have to be true? 4. Is the following statement an argument

Comparing the Spanish and English Colonies in the New World free essay sample

The Spanish settlements in the American Southwest and the English colonies in New England of the seventeenth century can be contrasted in primarily two ways. First, their politics were based on entirely different ruling classes and systems of government. Second, they employed different avenues of economic development. The Spanish settlements began with Cortes and others conquering the Native Americans of South, Central, and parts of Southwestern North America. After eradicating a large portion of the Native American population, the Spanish began to intermarry into the Native American gene pool. Consequently, only portions of the population were pureblooded Spaniards. These Spaniards occupied the highest social and political status. Those from Spain were one step above those born in the New World while those of mixed or Indian heritage were at the bottom of the social ladder. Additionally, because the Spanish came as conquerors, the resulting political system was entirely autocratic and solely devoted to the furthering of the motherland. We will write a custom essay sample on Comparing the Spanish and English Colonies in the New World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Immediately after conquering the Native Americans, the Spanish looted large amounts of gold, silver, and other valuables. This tradition continued into the seventeenth century as Spanish ships would come annually to bring gold and other valuables back to Spain. In this way, Spain viewed Spanish America as an object useful only for its mercantilist objectives. Since mercantilism was its only objective, Spain gave its colonies little self-rule. Instead, Spanish rulers dictated all the policies of its New World territories. The English, on the other hand, settled relatively peacefully into the Eastern Seaboard of North America. Englishmen migrated to the New World not as conquerors but rather because they wanted independence, political freedom, and economic opportunity. Combined with Englands tradition of partial representation, the English Colonies had a large degree of self-government. The colonies all had some form of a representative assembly that was voted in by popular support. While only white male landowners could vote, this still constituted some degree of democracy. In some colonies, even the governors were decided by popular vote. Also, many of the British colonies, such as Virginia, were established by joint stock companies or established as proprietary colonies, such as Pennsylvania. Even royal colonies were often simply colonies given a royal charter but still established by a group of people not directly affiliated

Towards the Conceptualization of a Nonâ€Linear ISD Model

Introduction Over the years, a multiplicity of instructional design models have been suggested, and many of these models have been incorporated into mainstream educational institutions for purposes of aiding instruction and directing the learning process. In their study on developing a multimedia package for teaching qualitative research, Colon et al (2000), noted that over 200 instructional design models have been proposed and indeed published in some of the widely read educational literature.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More Many of the models, however, are oriented towards behaviorist and constructivist theories of learning, leading to accusations and counter-accusations by a number of leading scholars that the models impede the true nature and scope of learning not only due to their behaviorist point of ref erence, but also due to their signature top-down linear and sequential processes (Colon et al., 2000). In the light of the above and other accusations, this paper aims to demonstrate how a non-liner instructional systems design (ISD) model can be conceptualized for instruction. Why a Non-Linear ISD Model Existing literature demonstrates that employing an ISD model can be helpful to instructional designers in assisting them to systematically identify what is to be taught, establish the best teaching methodologies that can be used, and appraise the instruction to determine its effectiveness in fulfilling the tasks and objectives for which it is intended (Kanuka Anderson, 1999). The Instructional Systems Design Model developed in 1996 by Dick and Carey has indeed proved to be popular among instructional designers in providing a framework through which instruction is provided to learners. This particular model is solidly â€Å"†¦based on one form of systems theory, as well as beh avioral and information processing theories of learning† (Colon et al., 2000, para. 12). However, due to the convergence of technology, changes in the education system, and new and unique needs projected by learners, this and other linear models for instruction design continue to attract criticism from various quarters. According to Gayeski (1998), inadequacies and ineffectiveness exhibited by these models, especially in learning and performance improvement environments has called their practicability into question.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critics have also faulted the sequential, systematic, teacher-led, and top-down approach employed by linear ISD models largely due to the fact that they relegate learners to the role of passive participants, not mentioning the fact that most of these models do not provide room for innovation and active feedback (Colon et al, 2 000). While it is critically important for educators to clearly identify the learning objectives and systematically sequence them from least complex to the most complex (Kanuka Anderson, 1999), the linear approach employed locks out many students from applying the knowledge learnt to solve contemporary practical solutions by virtue of the fact that learning objectives exist irrespective of the contributions made by the learner. The models are further criticized for assuming an overly behaviorist and constructivist orientation in instruction and ignoring other methodologies that can effectively be used to transfer knowledge (Mergel, 1998). There is, therefore, a compelling need to devise non-linear ISD models to ensure optimal transfer of practical knowledge from the educator to the student. Model Phases and Linkages The conceptualized ISD model heavily relies on R2D2 model developed in 1995 by Willis and Merrill’s First Principles of Instruction developed by David Merrill (C olon et al., 2000; Merrill, 2002). The model has 6 phases, namely, problem identification, recursion, reflection, activation, participatory application, and integration. The problem-centered ISD model first identifies the problem and develops a set of objectives used to solve the problem. The set of objectives developed in this model are likely to change depending on the needs of individual learners, hence the need to create a link between the problem identification and the recursion and reflection phases (see appendix 1). According to Merrill (2002), â€Å"†¦learning is activated when learners are engaged in solving real-world problems† (p. 43). The recursion phase will aim to specifically allow instruction designers and learners to revisit any phase included in the model to make refinements, corrections, and revisions as deemed necessary. This will actively promote the learning process in addition to ensuring holistic integration of new knowledge by the learners. This phase is also linked to problem identification phase, reflection phase and integration phase.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More The next phase – reflection – is intended to emphasize the need for the instruction designers to considerately inquire about feedback and other arising notions from other sources, including the learners’ own perceptions, worldviews and level of understanding (Cohen et al., 2000). Further on, activation phase will take cognizance of the fact that â€Å"learning is promoted when relevant previous experience is activated† (Merrill, 2002, p. 46). Many learners have had many previous experiences that may relate to the task at hand and, as such, relevant information should be activated by going back to the reflection phase to ensure this information is elicited fo r use as groundwork for learning new knowledge. The participatory application phase is where real learning takes place. This phase takes note of the fact that it is the learners who will utilize the knowledge transferred by educators, and they must therefore be active participants in the learning process (Cohen et al., 2002). As such, this phase will also be linked with other phases such as problem identification and reflection to guarantee the involvement of learners. In this phase, educators must develop frameworks aimed at ensuring that learning process is consistent with the identified methodologies of solving the problem, and that learners have the capacity to utilize the new knowledge in solving practical problems. The integration phase will focus on ensuring that learners have the capacity to integrate the knowledge transferred by the educators to solve their everyday problems (Merrill, 2002). This phase will also be linked with reflection and recursion phases to ensure all a rising queries from the learners are adequately attended to (see appendix 1). Model Outputs The outputs for problem identification phase include the objectives and the methodologies that will be used to solve the underlying problem. The recursion phase will generate problem refinements, corrections, and revisions as may be deemed necessary. The reflection phase will generate feedback from instructors and students, and learners’ perceptions and worldviews concerning the problem at hand.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The activation phase will aim to come up with quantifiable measures that can be used to evaluate the capacity of learners to grasp and relate to the problem at hand, while the participatory application phase will generate the actual results of the learning process, including how the learner has understood the problem and if there is need to make clarifications. The outputs arising from the integration phase include the practical demonstration by learners on how they can use the knowledge learnt to solve real-life problems, and the capacity by learners to link the knowledge learnt to other life experiences. Structure of Model The model utilizes a non-linear structure to avoid the many problems associated with linear ISD models. This particular model realizes that different problems may call for diverse starting points, and new objectives may indeed emerge over the design process (Cohen et al., 2002). As such, it is important to create mechanisms for adequately address arising issues that are largely ignored in linear models. Conclusion The need to conceptualize and develop a non-linear ISD model is very much informed by the urge to come up with practical solutions to the many challenges facing instruction especially in contemporary times. Learners need to be assisted to solve practical solutions using an instruction strategy that is responsive to their needs, and that realizes their participation is important for effective learning to take place. In addition, the complex nature of modern problems and instruction have rendered most linear ISD models ineffective due to entrenched limitations in scope and practicability in offering an instruction methodology that can assist learners to relate what has been learned to real-life experiences (Merrill, 2002). The conceptualized non-linear ISD model will not only ensure that learners can use new knowledge to solve practical issues, but it will avail platforms for recursion and participatory application. Appendix 1: An Illustration of Non-Linear ISD Model References Colon, B., Taylor, K.N., Willis, J. (2000). Constructivist instructional design: Creating a multimedia package for teaching critical research. The Qualitative Research, 5(1-2). Web. Gayeski, D.M. (1998). Out-of-the box instructional design: Moving from assembly-line models to non-linear performance models. Web. Kanuka, H., Anderson, T. (1999). Using constructivism in Technology-Mediated Learning: Constructing the Order out of the Chaos in the Literature. Web. Mergel, B. (1998). Instructional Design Learning Theory. Web. Merrill, M.D. (2002). First principles of Instruction. ETRD, 50(3), 43-59. Web. This research paper on Towards the Conceptualization of a Non–Linear ISD Model was written and submitted by user Nadia Horton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.